PROFESSIONAL LEARNING

PLAN
Assessment 1

EDFD462/452
TransiBon into the Profession

Shanelle Feillafe
S00195261
Ra#onale

Learning to be a teacher is both complex and personal (Cengage, et al, 2015). When entering
the teaching profession, the goal is to have a posiBve impact on the students by being
knowledgeable on the content and the ways which learning can be facilitated, being
enthusiasBc about the learning and helping students learn, and being confident in their
ability to teach (Killen, 2012). Other key components to becoming a good teacher include
being opBmisBc and seWng high expectaBons for your students, communicaBng effecBvely
to beYer engage with students and families, being commiYed, compassionate and curious
with student learning, show paBence, resourcefulness and collaboraBon. Being a good
teacher involves being well organised, ethical and reflecBve. These teacher characterisBcs
can have a significant, posiBve influence on students and their educaBon. For this reason,
the development of professional standards in Australia was established to have clear
benchmarks for teachers to achieve graduate levels when compleBng their iniBal teacher
educator programs and throughout their career (Churchill & Keddie, 2016). As teachers
share a significant responsibility in preparing young people to lead successful and producBve
lives, The Australian Professional Standards for Teachers reflect and build on the evidence
that a teacher’s effecBveness has a powerful impact on students and their achievements
(AITSL, 2011). Therefore developing professional standards for teachers can guide
professional learning, pracBce and engagement. Within these teaching domains, the
standards are;

1. Know students and how they learn

2. Know the content and how to teach it

3. Plan for and implement effecBve teaching and learning

4. Create and maintain supporBve and safe learning environments

5. Assess, provide feedback and report on student learning

6. Engage in professional learning

7. Eager professionally with colleagues, parents/carers and the community (AITSL,

2011).
Given that the role of teachers is constantly becoming more complex, professional learning
is crucial to improving student learning outcomes (Ewing et al, 2014). Teacher learning is
viewed as a conBnuum, beginning with pre-service and conBnuing throughout a teacher’s
career (Ewing et al, 2014). It is clear that through ongoing teacher learning, teachers develop
the aWtudes, skills, knowledge and understandings that improve the learning environment
and their pedagogy (Ewing et al, 2014). When entering the teaching profession, teachers
bring with them their own personal and professional idenBty that is inextricably linked
(Gibbs, 2006). Within a teachers’ idenBty, it is important to know their strengths and areas
to improve, concerning the AITSL standards. By being able to idenBfy the areas needing
improvement, teachers can give improved delivery in the classroom, which will directly
impact the students.

The first focus area in this professional learning plan comes under the standard of knowing
students and how they learn, specifically, strategies that help students from diverse
linguisBc, cultural, religious and socioeconomic backgrounds. By focusing on improving
teacher pedagogy to become more inclusive, students will feel more supported, families will
feel connected to the community, fostering greater partnerships between parents and the
school. The second focus area in the professional learning plan is from standard four, create
and maintain supporBve and safe learning environments, with the graduate descriptor being
demonstraBng knowledge of pracBcal approaches to manage challenging behaviour.
Development in this area is parBcularly important since behaviour management can be the
difference in students being supported and strength-based in their approach to learning,
and students feeling negaBve and having a deficit-based approach to their learning. The way
a teacher works through challenging behaviour can create more challenging behaviour and
disrupBon to the learning of all the students in their class. The third focus area in this
professional learning plan is form standard seven of engaging professionally with colleagues,
parents/carers and the community, specifically, engaging with professional teaching
networks and broader communiBes. This last focus area brings together the need for a
professional learning plan. By improving on how to connect with other teachers and learning
professionals will directly affect all aspects of the teachers' professional role.
Learning Ac#on Plan

Focus Area Number One Domain: Professional Knowledge

Standard 1 Know students and how they learn
Focus area 1.3 Students with diverse linguisBc, cultural, religious and socio-economic
backgrounds

Graduate descriptor Demonstrate knowledge of teaching strategies that are responsive to

the learning strengths and needs of students from diverse linguisBc,
cultural, religious and socioeconomic backgrounds.

Current Knowledge, Skills, AGributes & Strategies:

Through my studies at university, I have developed an understanding of strategies that respond to
different learning environments, instrucBonal methods, forms of assessment, resources and
behavioural management. These strategies have led to effecBvely differenBaBng my teaching to
support students that come from a diverse range of linguisBc, cultural, religious and socio-cultural
backgrounds. I have achieved this understanding though:

1. CompleBng university requirements - through designing unit and lesson plans that cater to
diversity, and wriBng assessments that require in-depth research in the knowledge of how
all students learn. Specific focus on marginalised groups, such as Aboriginal and Torres
Strait Islander students, students with hearing impairments, students whom English is an
addiBonal language, and students with auBsm spectrum disorder has enabled my teaching
to support these diverse backgrounds.

2. CompleBng previous pracBcal placements - through designing and implemenBng unit and
lesson plans whilst building partnerships with students, the community and teaching
professionals. These experiences have enabled my development in understanding how
students respond to differenBaBon in my teaching. Specifically, during EDFX 267:
Community Engagement, I was fortunate enough to work alongside students in
Johannesburg, South Africa, who spoke mulBple languages, who came from a wide range
of backgrounds and are from low socio-economic backgrounds. During my Bme with them,
I learnt how to differenBate my teaching to students who are all at vastly different literacy
levels in English, who don’t have a wealth of resources available and have gone through
some form of trauma during their families travels from their countries of origin.

Ra#onale for Choice of Focus Area:

During my most recent placement in Johannesburg, I was lucky enough to experience a classroom
with students full of diversity, coming from low socioeconomic backgrounds, where English is an
addiBonal language, and their levels of literacy and numeracy were as diverse as their cultures.
Through this experience, I realised just how much development I needed in catering for diversity in
a classroom back home. Australia is one of the most ethnically diverse naBons, and within this
ethnic diversity, comes a wide range of socioeconomic backgrounds, mental and physical
disabiliBes, possible geographical isolaBon and different learning needs and styles (Churchill et al,
2016). Teachers must be able to pracBce inclusive educaBon by being responsive to the learners in
their class (Ewing et al, 2014). It is important to conBnually monitor students’ learning needs,
interest and abiliBes, as well as accept and understand a child’s mulBple idenBBes within the
school and community, and the relaBonship between them. This can be done through teaching
strategies such as cooperaBve learning, and inquiry-based learning (Killen, 2012). Through the use
of collaboraBve group learning, students whom English is an addiBonal language are supported by
their group members to succeed, as skills are shared, language is acquired, and friendships are
formed (Bold, 2011). Within cooperaBve learning, teachers are also able to differenBate to enable
equal access to a learning experience (Bold, 2011). Knowledge is embedded throughout different
cultures and tradiBons, evolving with Bme, therefore, students can learn from each other, creaBng
a more inclusive environment that promotes posiBve aWtudes to their differences (Bold, 2011).
Through the use of inquiry-based learning, students are encouraged and challenged to integrate
things they are learning from the curriculum to the world in which they live (Killen, 2012). Through
this process, students progress from what they already know and connect this to what they need
to understand, encouraging metacogniBon (Killen, 2012). This style of learning also develops their
communicaBon skills, effecBve Bme management, criBcal thinking, and use of ICT (Killen, 2012).

Learning Goals (You may have 2 or 3)

1. Complete more research into developing lessons for EAL/D students, beYer understanding of
appropriate learning strategies.
2. Talk to other teachers, LSO’s and aYend courses to develop professionally, to beYer support
EAL/D students, and other students who may be disadvantaged or marginalised.
3. Implement these inclusive pracBces in the classroom, in relaBon to the diverse cultural
backgrounds of students.

Barriers/Concerns
- My lack of understanding of the students’ sociocultural background.
- English is not an addiBonal language for myself, therefore the students will learn it differently to
how I did, and I need to understand how to do this efficiently.
- Lack of in-class support with EAL/D students, to ensure they are able to keep up with lessons

Plan of ac#on/Relevant Resources

- AYend PETAA online course on using a text-based approach to teaching phonics.hYp://
www.petaa.edu.au/imis_prod/w/Professional_Learning/Professional_Learning.aspx

- Complete courses focused on supporBng students with AuBsm, Learning DifficulBes, Oral
Language, Hearing Loss, Vision Impairment. hYps://www.deafeducaBon.vic.edu.au/professional-
learning/catalogue?categoryfilter-categoryid=12

- Work with Principle to organise a Bme to collaborate with teachers on ways to develop and
pracBse inclusion in the classroom.

Focus Area Number Two: Domain: Professional Prac#ce

Standard 4 Create and maintain supporBve and safe learning environments

Focus Area 4.3 Manage classroom behaviour

Graduate descriptor Demonstrate knowledge of pracBcal approaches to manage

challenging behaviour.
Current Knowledge, Skills, AGributes & Strategies
Through my studies at university, I have been exposed to different skills and strategies with
managing challenging behaviour in the classroom. These approaches have led to an improvement
in how I handle challenging behaviour, and the pros and cons of different styles in approaches,
allowing for development in how I wish to manage behaviour in my classroom. I have achieved this
understanding through;

1. CompleBng university requirements - I have completed units of work where there is

theoreBcal work in how to handle challenging behaviours in the classroom.

2. CompleBng previous pracBcal placements - On placement EDFX 319, I was able to work on
my approaches when challenging behaviour was observed with my supervising teacher. In
my midpoint assessment, it was noted that this was an area to work on, and how
improvement was taking place as I was able to adapt to support the learners. change how I
reacted to situaBons and shown my eagerness, how I can take on feedback and amend my
pedagogy.

Ra#onale for Choice of Focus Area

Whilst on placement, an area that came up that needed improvement, was behaviour
management. My supervising teacher demonstrated several ways in which I could improve this
and did note an improvement in my behaviour management by the end of the placement.
However, I know I can sBll develop these skills further, to cater for the diverse range of students
I’m sure to teach throughout my career. It is important to create a classroom environment that
focuses on posiBves and takes a strength-based approach. TradiBonal approaches to behaviour
management, such as the authoritarian approach are counterproducBve to building and
maintaining posiBve relaBonships with students (Cengage, et al, 2015). With this approach,
students do what they are told out of compliance or fear and this can negaBvely affect students’
wellbeing and hamper the development of learning behaviour (Cengage, et al, 2015). BeYer
outcomes in behaviour come from a balance of power and care, being authoritaBve in approach
will lead to a balanced recogniBon of the students’ need to be autonomous and able to meet
expectaBons (Cengage, et al, 2015). By negoBaBng class expectaBons - rather than rules- posiBve
relaBonships can be formed. Teachers will inevitably face provocaBon from students, using
recommendaBons from Kounin (1970) will help alleviate the frequency of disrupBve behaviour.
Through the use of research into strategies to help with managing class behaviour and focusing on
being more posiBve and strength-based, I hope to improve my ability as a teacher to resort to
these ways of overcoming obstacles, rather than reverBng to ways I grew up with and commonly
see in classrooms, as no-one likes a teacher that constantly raises their voice or relies on
punishment to handle situaBons.

Learning Goals (You may have 2 or 3)

1. Team up with other teachers to research appropriate courses or development days to improve
classroom management.
2. Complete professional development days and bring this informaBon back to the school.

Barriers/Concerns
- Having students that don’t respond to using a posiBve based approach with language and
acBons.
- Not having the support from staff to receive extra training in behaviour management, and
implement it as a whole school approach.
- Having limited knowledge on students who won’t respond well to this approach, and finding
one that will.

Plan of ac#on/Relevant Resources

- CompleBng modules on dealing with classroom behaviour hYps://
detbehavioursupport.vic.edu.au/index.php?
- Researching more on Kounin’s recommendaBons and implemenBng these pracBses in the
classroom
 Focus Area Number Three: Domain: Professional Engagement

Standard 7 Engage professionally with colleagues, parents/carers and

the community

Focus Area 7.4 Engage with professional teaching networks and broader
communiBes

Graduate descriptor Understand the role of external professionals and

community representaBves in broadening teachers’
professional knowledge and pracBce.

Current Knowledge, Skills, AGributes & Strategies

Through my studies at university, I have been creaBng a network of support and learning
representaBves around me. I have created relaBonships with future colleagues in the profession,
learning to work with them throughout many assignments, aYending lectures and tutorials that
require working with others, and during these seminars, learning from more knowledgeable
others. I have come in contact with external professionals who have shared informaBon about
how to conduct ourselves professionally with parents and colleagues, as well as building our
foundaBon level on what to teach, and how to teach it. I have been fortunate enough to have met
many knowledgable colleagues who have taught me skills in all aspects of teaching, which I have
been able to put into pracBce on placement.
Ra#onale for Choice of Focus Area

Coming into the teaching profession, I have such a limited knowledge and skill set when it comes
to all aspects of the role. I have heavily relied on my supervising teachers and university lecturers
to guide my development in pedagogy and shaping the kind of teacher I will become. However, I
am aware that learning is a conBnuum for teachers, formally and informally (Cengage et al, 2015).
Through ongoing inquiry into my professional pracBce, though reflecBon on my experiences and
through conBnued professional development beyond graduaBon (Cengage et al, 2015). Given the
scope and complexity of teachers’ work, and the pace and extent of change in society, I will need
to keep up-to-date in knowledge and awareness of a wide range of issues (Churchill & Keddie,
2016). By aYending professional development days, courses and building a network amongst
others in the learning profession, my teaching will be greatly enhanced, having a posiBve impact
on the learning of my students. Other avenues to explore that I know will need further research
into, is professional associaBons. Having a focus on building a network around myself will create
an ongoing support network that I can rely on when I am having difficulBes, obstacles, and even
successes that I want to share. Focusing on building posiBve relaBonships around my teaching,
will inevitably lead to more successes for myself, which has the greatest impact on those most
important, the students.
 Learning Goals (You may have 2 or 3)

1. AYend more external professional development days.

2. Stay in contact with my colleagues from university, and regularly meet (in person or online) to
discuss challenges, successes and anything in between about being a graduate teacher.

Barriers/Concerns

- My main concern is feeling overwhelmed when I first begin teaching, and not leWng those
feelings of not being good enough affect me in the classroom.
- Being so busy when I first start teaching, that I don’t find the Bme to conBnue to develop and
learn and implement new approaches and strategies.
- AssociaBons I wish to be a part of do require paying for memberships. Having the funding to join
these and use them in the school will be a barrier.
Plan of ac#on/Relevant Resources
- Join as many associaBons that I can, that directly relate or possibly impact my teaching.
- AYend as many professional development days that my school wishes to have teachers aYend.
- Individually research and stay up to date on relevant issues that affect my teaching.
 References

Australian InsBtute for Teaching and School Leadership (AITSL). (2011). Australian
professional standards for teachers. Retrieved from hYps://www.aitsl.edu.au/docs/
default-source/naBonal-policy-framework/australian-professional-standards-for-
teachers.pdf?sfvrsn=5800f33c_64
Bold, C. (Ed.). (2011). Suppor4ng learning and teaching. Retrieved from hYps://
ebookcentral-proquest-com.ezproxy2.acu.edu.au
Cengage, L. A., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2015). Learning for
teaching, teaching for learning with student resource access 12 months. Retrieved from
hYps://ebookcentral-proquest-com.ezproxy2.acu.edu.au
Churchill R., Moss, J., et al. (2016). Teaching: Making a Difference (3rd ed). Milton, QLD.:
John Wiley & Sons.
Ewing, R., Le, C. R., & Groundwater-Smith, S. (2014). Teaching challenges and dilemmas.
Retrieved from hYps://ebookcentral-proquest-com.ezproxy1.acu.edu.au
Gibbs, C. (2006). To Be a Teacher, Journeys Towards Authen4city. New Zealand: Pearson
EducaBon.
Hayes, B., Hindle, S., & Withington, P. (2007). Strategies for Developing PosiBve Behaviour
Management. Teacher Behaviour Outcomes and AWtudes to the Change
Process. Educa4onal Psychology in Prac4ce, 23(2), 161–175. hYps://doi-
org.ezproxy1.acu.edu.au/10.1080/02667360701320861

Killen, R. (2012). Effec4ve teaching strategies : Lessons from research and prac4ce. Retrieved
from hYps://ebookcentral-proquest-com.ezproxy1.acu.edu.au
Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart
& Winston.